Using Handheld Gaming Device to Increase Multiple Intelligences with Digital Puzzle Game

The main purpose of the study was to explore the differences of multiple intelligences on junior high school students with different gender, grade, and students’ types. The study adopted survey research design, and the samples including 341 participants from the seventh and the eighth grade junior high school students in Taiwan. The research instrument used in the study was Chinese Version of Multiple Intelligence Developmental Assessment Scales Form-B. All data was analyzed by applying descriptive statistics, and t-test, one-way analysis of variance. The results of the study were as following:(1) Depending on the average scores of multiple intelligences, seventh grade students got the highest scores on interpersonal intelligence, and got the lowest scores on natural intelligences. Eighth grade students got the highest scores on interpersonal intelligence, and got the lowest scores on bodily-kinesthetic intelligences.(2) General students and special needs students got the highest scores on interpersonal intelligence. However, the former got the lowest scores on natural intelligence, and the latter got the lowest scores on logical-mathematical intelligence. Gifted students got the highest scores on logical-mathematical intelligence, and the lowest scores on bodily-kinesthetic intelligence.(3) Seventh grade students significantly got the higher scores than eighth grade students on spatial, music, bodily-kinesthetic, and natural intelligences.(4) Girls significantly got higher grades than boys on linguistic, spatial, music, interpersonal, and existential intelligences. Boys only got higher grades than girls on logical-mathematical intelligence.Gifted students significantly got higher grades than general students and special needs students on linguistic, logic-mathematics, music, intrapersonal, interpersonal intelligences. Gifted students and general students significantly got higher grades than special needs students on spatial, bodily-kinesthetic, and existential intelligences. There was no difference on natural intelligence among gifted students, general students and special needs students.

Recognizing and nurturing all the varieties of human intelligences is essential for exploring the talents of students and enabling their identification of multiple intelligences. Studies have suggested that eliciting the maximum potential of intelligences leads to students' success in their academic and future careers. The literature has shown that incorporating active learning into the teaching and learning of moral education to develop multiple intelligences is limited. Accordingly, this study aims to discover the various intelligences that exist among moral education students through the active learning method. Active learning implies that all learners are provided with time and assistance to realize their potential. In this regard, multiple intelligence theory is used as the theoretical framework for defining, understanding, developing, and estimating the various intelligences that students have. The research design for this study is the qualitative method. A total of fourteen students from two schools were chosen as research participants. Data were collected through observation, focus group interviews, and journal entries. These findings reveal that using the active learning method in moral education can develop students’verbal linguistic intelligence, logical–mathematical intelligence, musical intelligence, spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and naturalistic intelligence. Integration and internalization of the eight intelligences into active learning holistically will shape the personality and character of students in social life.

One of the obstacles experienced by teachers in following curriculum changes from KTSP to the 2013 curriculum is the implementation of learning, especially in applying the models specified in the 2013 curriculum. Ability in the use of methods, models, learning media and the ability to follow curriculum developments in order to improve quality education in Indonesia requires a skill and intelligence. The purpose of this study was to improve mathematical linguistic, spatial, and mathematical logical intelligence as well as to find out the obstacles in improving mathematical logical, linguistic, and spatial intelligence in the STKIP NU Indramayu PGSD students. The method used is a mix method with a sequential explanatory strategy. The instruments used were in the form of questions pretest, posttest and interview guidelines. The subject is the STKIP NU Indramayu PGSD student who took the basic science concept course in the fourth semester of the 2017/2018 academic year. The results of this study are an increase in linguistic and spatial intelligence with a high category, while an increase in mathematical logical intelligence has a medium category. Obstacles experienced by students namely 20 students have difficulty in completing calculation questions, 3 students have difficulty in presenting phenomena by visualizing, 4 students have difficulty identifying from experimental results, 4 Mahasisawa has difficulty in drawing conclusions based on research results, 15 students have difficulty analyzing, 18 students difficulty in predicting.

This article discusses an innovative teaching model that integrates the theory of multiple intelligences into music education, including the design of teaching strategies and evaluation frameworks. Using fuzzy theory and credibility mechanism, the article proposes a fuzzy comprehensive evaluation model for assessing the quality of music teaching. The model realizes thorough evaluation by determining the evaluation set and the single-factor judging method. The study takes two classes of music majors as an example to conduct the factor analysis of the Students’ Music Performance Rating Scale and finds four main factors with a cumulative contribution rate of 33.36%. The results showed that the experimental group applying the Multiple Intelligences teaching strategy was significantly higher than the control group in music performance. The post-test after one year teaching experiment showed that the students in the experimental class showed highly significant improvement in bodily-kinesthetic intelligence, musical intelligence, and self-cognitive intelligence (P<0.01), as well as linguistic, spatial, and interpersonal intelligences (0.01<P<0.05). In contrast, logical-mathematical intelligences did not show any significant improvement (P>0.05). The study confirms the practical application of multiple intelligences theory in music education, shows the considerable effect of numerous intelligences teaching strategies in enhancing students’ intelligence, and provides new methods and perspectives for music teaching.

Intelligence is not a single ability or a combination of several abilities centered around a single ability, but relatively independent and equal eight intelligences namely verbal-linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and natural observation intelligence. Based on the multiple intelligences model, this paper explores and studies the promotion of learner-centered vocational education teaching and management. This paper analyzes and summarizes the characteristics and manifestations of the eight major intelligences through elaboration, and through cases and analyses such as vocational education and teaching laws and management practice and social perspectives. It elaborates on the scope of application and the use methods of multiple intelligences in vocational education and teaching. The process of teaching and education and student management. The effective use of the theory of multiple intelligences can stimulate more students' potential, so that every student can realize their strengths and their confidence. Through scientific means, these intelligences in students are discovered, and a good cultivation environment and a sound education mechanism are created. So that the concepts of teachers and teachers be transformed, and the abilities of students can be promoted and stimulated. So as to, it more effectively promotes vocational education and teaching management centered on learners to explore and achieve.

The science laboratory work remains central to any science curriculum, be it indoor or outdoor in location. Of urgent importance for the successful formation of scientific habits of the mind and scientific investigative skills are the multiple intelligences and attitudes students bring to the laboratory. The current model of intelligence popular among science educators is the Multiple Intelligences Theory by Howard Gardner which articulates nine forms that are evident among learners. The naturalistic and spatial intelligences are the main focus of investigation since professional scientists are found to rely heavily on their spatial and naturalistic abilities when coming up with their discoveries. This study therefore investigated the science intelligences of 171 freshmen students in a university that offers academic programs under the health sciences. Notably, majority of the course experience in any health science program is replete with laboratory work. The spatial and naturalistic intelligences of the health sciences students are therefore examined specifically in its relationship to their confidence in performing laboratory activities. Findings suggest that students with highly developed naturalist and spatial intelligences are more confident when performing their laboratory activities.Keywords: Science education, spatial and natural intelligences, confidence, laboratory work, descriptive correlation, Davao City, Philippines

This article explores the practical integration of the theory of multiple intelligences into language education. Firstly, utilizing language input instruction enables the development of students' language proficiencies, including linguistic intelligence, visual-spatial intelligence, and musical intelligence. This is accomplished by using authentic and meaningful language materials, such as newspapers, magazines, videos, and songs, all carefully selected to improve language acquisition. Secondly, language output instruction focuses on developing students' expressive skills in both oral and written forms by actively involving them in communication, presentations, writing tasks, and the expression of opinions. This enables the practical application of their acquired knowledge. Lastly, carefully crafted English classroom activities effectively integrate a variety of intelligences, such as logical-mathematical intelligence, bodily-kinesthetic intelligence, and interpersonal intelligence. By incorporating activities such as group discussions, role-playing exercises, project-based research, and competitive endeavors, students' multiple intelligences are nurtured, while also igniting their passion for learning. The flexible application of the multiple intelligences theory, combined with language input instruction, language output instruction, and the design of English classroom activities, serves to enhance both the effectiveness and appeal of students' language acquisition journey.

MULTIPLE INTELLIGENCES AND WORK STYLES

With the ongoing digital transformation in education, digital resources are increasingly applied in lower secondary Chinese language teaching, yet their use still lacks systematic pedagogical guidance. Based on a survey of Chinese teachers in Ho Chi Minh City, this study examines the effectiveness of digital resources through the lens of Multiple Intelligences (MI) theory. Findings reveal that digital tools are effective in supporting linguistic, spatial, musical, and bodily-kinesthetic intelligences, but show clear limitations in supporting logical-mathematical, intrapersonal, interpersonal, and naturalist intelligences. These gaps suggest the urgent need for instructional design that leverages Multiple Intelligences theory to create digital resources that are personalized, interactive, and feedback-oriented. Such resources can better accommodate diverse learning styles, promote student engagement, and enhance the overall effectiveness and sustainability of Chinese language teaching at the lower secondary level.

Artificial Intelligence may be it is branch of computing. The computer science engineering is creating intelligent machines and especially intelligent computer programs. AI could also be how of making a computer. A computer-controlled robot or software thinks intelligently. AI is accomplished by studying the way to think human brain. How humans learn, decide, and work while trying to unravel a haul. We also create intelligent machines. It is often developing human activities. Some human activities are reading, listening, each and are going to be covered. Machine learning, deep learning may be a part of this AI. The AI projects have a machine control and remote. Mostly AI is machine learning. Current status will be there from AI. Feature goals in AI. Computing system study that plan to model and applying human brain. It is a branch of computer simulating a intelligent behavior. The machine capacity is intimate human behavior. The intelligence has some types are going to be there, linguistic intelligence, musical intelligence, logical-mathematical intelligence, spatial intelligence, intra-personal intelligence, interpersonal intelligence. The intelligence composed by reasoning, learning, problem solving, perception, linguistic intelligence and so on. Ability to calculate a system, reasoning, perceives a relationships and analogs, learn from experience. Store and retrieve information from memory. Solving a problems and complex ideas to use tongue fluently classifying. Generalize and adapt new situation

Our understanding of how people learn is continually changing. Howard Gardner’s Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner’s theory suggests there are a variety of possibilities to facilitate learning. People with heightened verbal, linguistic skills are often referred to as word smart. Verbal, linguistic students learn best through the comprehension of language which includes speaking, writing, reading, and listening. Students with verbal linguistic intelligences can easily access information through worldwide databases and computer networks. Any subject content can be enhanced, enriched, and updated from a variety of easily accessed sources which allow students to master the use of technology to access and share information. Students with logical mathematical intelligence are individuals who are number smart and have innate skills which involve logical, problem solving abilities, creative and manipulative skills, and are adept visual learners. Educators can enhance logical-mathematical intelligence through challenging and innovative multimedia technology. With innovative multimedia technology, students learn at all levels and effectively gain knowledge through a variety of different software programs that offer immediate feedback. Learners with visual-spatial intelligence are aesthetically oriented and may have a greater capacity for learning certain sciences like anatomy or topology. They are skillful when it comes to visualization and memory, but may be challenged with auditory memory. Learning for visual-spatial students takes place all at once, with large chunks of information grasped in intuitive leaps. Many people have an innate kinesthetic ability, as well as a natural sense of how their body should react in physical situations. Students with bodily-Kinesthetic intelligence learn best through tactile learning experiences. Bodily-kinesthetic proficiency can be enhanced for students through the use of the whole body to express ideas and feelings. Gardner proposed that musical intelligence almost parallels linguistic intelligence. The person with interpersonal is able to collaborate, understand and work effectively with others. They are aware of their interactions with others and usually take notice of and react to the feelings of others. The interpersonal learner learns best in group situations and structured class settings. Learners with intrapersonal intelligence have accurate self-understanding and are skilled in problem-solving. There is a multitude of different ways to integrate technology into our classrooms and all should focus on learning theory and educational practices. The use of technology should not occur without thinking about how people learn best. To actively engage diverse learners in higher education, the instructor should have a good understanding of the overall nature and purpose of the group, as well as the ability to interact well within the learner’s unique world. The instructor must also be able to structure learning activities to meet their learning needs. The use of Howard Gardner’s Theory of Multiple Intelligences, coupled with an understanding of how effective technology can enhance the learning community, can meet the diverse learning needs of all students.

In the process of researching innovative methods of music teaching, this paper takes the theory of multiple intelligences as the theoretical support of AI-assisted teaching methods to assist music teaching design ideas. The multiple intelligence theory is used to propose an auxiliary Q&A system for music education. After conducting basic theoretical research on the seven dimensions of the multiple intelligence theory, the preliminary design of the auxiliary Q&A method for music education is carried out, and finally, an auxiliary Q&A system for music teaching is proposed, which mainly consists of four major modules, namely, question-answering, question-retrieval, question-browsing, and backstage management. Through empirical testing, this paper concludes that in the post-test comparison experiment of the intelligence of students in the experimental class and the control class, the experimental class students’ bodily-kinesthetic intelligence and musical intelligence, etc., have been significantly improved (P<0.01).

Based on the theory of multiple intelligences, combined with the homework design scheme of a module in junior high school English textbook of foreign research edition, this paper expounds the application of project-based homework in junior high school English teaching. It can cultivate students' speech language intelligence, logical mathematical intelligence, visual spatial intelligence, interpersonal intelligence and self-awareness intelligence.

The use of Gardner’s multiple intelligences (MI) theory is touted as one of the ideal ways of teaching students with diverse intelligences. However, there appears to be paucity of research in this area of knowledge. This study, therefore, explored the application of multiple intelligences approach in the teaching of Economics. The study was a quantitative research that adopted the descriptive cross-sectional survey design. In total, 100 senior high school teachers were selected for the study. Data were collected by the use of a 5-point Likert scale questionnaire, ranging from “never” to “very frequently.” Descriptive (mean and standard deviation) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers frequently used interpersonal intelligences in teaching Economics. Additionally, it was found out that there was a statistically significant difference in the application of bodily-kinesthetic intelligence approach in the teaching of Economics based on Economics teachers’ teaching experience. However, the findings of the study showed no statistically significant difference in the Economics teachers’ application of MI approach in the teaching of Economics based on their gender. It was, thus, recommended that Ghana Education Service, Ministry of Education, and Non-Governmental Organisations should organise seminars and conferences for teachers to deepen their understanding of the application of the MI approach in the teaching of Economics. In addition, heads of senior high schools should organise professional development programmes and conferences to enable teachers acquire information on the following domains of MI: logical-mathematical, spatial, bodily-kinesthetic, musical, and naturalistic intelligences.

Many studies have found that males rate their own general, spatial and mathematical intelligence higher than females, and that both males and females rate their fathers' general intelligence higher than that of their mothers'. The present study aimed to investigate self-assessment about multiple intelligences in China. Participants (N = 103) estimated their own and their parents' seven types of intelligences. Male participants rated their logical and spatial intelligences higher than did female participants, and fathers received higher estimates of logical and spatial intelligences than did mothers. The universality of this finding is discussed.